Social Studies Scheme of Work for Primary 4
The Social Studies Scheme of Work for Primary 4 is a structured educational plan designed to guide teachers and students through the curriculum for this grade level. The scheme is divided into three terms, each with specific themes, sub-themes, objectives, contents, activities, teaching/learning resources, evaluation methods, and periods. This comprehensive approach aims to foster a well-rounded understanding of social studies topics while engaging students in meaningful learning experiences.
First Term Social Studies Scheme of Work for Primary 4
The first term’s theme is “Social Studies,” and the sub-theme is “Fundamentals of Social Studies.” The primary objective of this module is to help pupils understand the concept of social environment. They learn that humans are inherently social beings who enjoy and depend on the company of others. The module delves into the idea that people live together in groups and have established patterns of behavior and customs. This includes daily life aspects such as food, clothing, language, occupation, and culture. To achieve these objectives, students participate in discussions, respond to questions, and explore their social environments. They are encouraged to discover the importance of customs and patterns of behavior in shaping societies.
The scheme introduces the concept of family relationships. Pupils learn to name and identify members of both nuclear and extended families. The nuclear family, consisting of parents and children, and the extended family, including grandparents, aunts, uncles, and cousins, are discussed. Activities involve explaining these concepts, providing examples, and using visual aids like charts and photographs. This fosters an understanding of different family structures and relationships, which are fundamental aspects of society.
Social Studies Scheme of Work for Primary 1
Social Studies Scheme of Work for Primary 2
Social Studies Scheme of Work for Primary 3
| Week | MODULE/TOPIC | PERFORMANCE OBJECTIVES | Contents | ACTIVITIES | TEACHING/LEARNING RESOURCES | PERIODS |
|---|---|---|---|---|---|---|
| 1 & 2 | Social Studies First Term | Pupils should be able to: | Man is a social being: – He enjoys and depends on the company of others. – People live together in groups – Established set of patterns of behavior regarding customs. – People organize their daily lives, like the kind of food they eat, their dress, language, occupation, and culture, etc. | (1) Lead the pupils to discover their social environment (2) Respond to the teacher’s questions | (1) Pupils’ textbook (2) Video clips | TEACHERS: 1 PUPILS: 1 |
| 3, 4 & 5 | The relationship of some members of the family | (1) Explain the meaning of the nuclear and extended family (2) Give examples of members of both nuclear and extended families | Members of the nuclear family consist of father, mother, and the children. The extended family consists of father, mother, children, grandfather, grandmother, uncles, aunts, cousins, and nephews. | (1) Explain the words aunt, uncle, cousin and play the role of each member of the extended family | (1) A chart showing the nuclear and extended families (2) Photographs of family members (3) Picture of an extended family showing its membership | TEACHERS: 1 PUPILS: 1 |
| 6 | The relationship of some members of the family | (3) Describe the various kinds of relationships among family members as aunt, uncle, nephew, niece, cousin, and ward | Relationship of members of the extended family: uncle (brother of our father and mother), aunt (sister of our father and mother), cousin (children of our uncles and aunts) | (3) Draw a family tree and use it to explain the various kinds of relationships among family members, e.g., uncle, aunt, nephew, niece, and cousins | (1) Picture of an extended family showing its membership | TEACHERS: 1 PUPILS: 1 |
| 7 | MID – TERM TEST | |||||
| 8 & 9 | Culture | Pupils should be able to: (1) Give a simple meaning of culture | Meaning of culture: Way of life of a people | (1) Guides the pupils to explain what is meant by culture | (1) Pictures of dressing from different cultural areas | TEACHERS: 1 PUPILS: 1 |
| 10 & 11 | Culture | (2) Explain why peoples’ languages, dressings, and eating habits differ from community to community | Why different people have different customs – Differences in histories – Differences in geographical positions – Differences in external influences | (2) Guides pupils to identify and classify similar aspects of culture in their areas | (2) Real cultural materials and objects | TEACHERS: 1 PUPILS: 1 |
| 12 | REVISION AND EXAMINATION |
Second Term Social Studies Scheme of Work for Primary 4
In the second term, the sub-theme shifts to “Family as the Basis of Society.” Here, the module expands on the understanding of family relationships by describing various kinds of relationships among family members, such as aunt, uncle, nephew, niece, cousin, and ward. Students learn to create family trees and explain these relationships. This knowledge helps in appreciating the diverse compositions of families and the roles each member plays.
The scheme explores cultural diversity and its significance. Pupils are introduced to the concept of culture as the way of life of a particular group of people. This includes language, food, clothing, and religious festivals. The aim is to provide students with a simple meaning of culture and help them understand the elements that constitute it. Visual aids, discussions, and explanations enable students to grasp the concept of culture and its role in shaping societies.
| Week | MODULE/TOPIC | PERFORMANCE OBJECTIVES | Contents | ACTIVITIES | TEACHING/LEARNING RESOURCES | PERIODS |
|---|---|---|---|---|---|---|
| 1 & 2 | Culture | Pupils should be able to: (1) Identify the elements of culture | Elements of culture: languages, foods, clothes, religious festivals, and ceremonies. | (1) Leads pupils to mention types of food eaten in their areas, dresses, etc. | (1) Pictures showing different ways of greetings, eating, etc. | TEACHERS: 1 PUPILS: 1 |
| 3 & 4 | Culture | (2) Explain why peoples’ languages, dressings, and eating habits differ from community to community | Why different people have different customs – Differences in histories – Differences in geographical positions – Differences in external influences | (2) Guides pupils to identify and classify similar aspects of culture in their areas | (2) Real cultural materials and objects | TEACHERS: 1 PUPILS: 1 |
| 5 & 6 | Other people’s beliefs and traditions | Pupils should be able to: (1) Explain ways in which other people’s beliefs and traditions differ from ours | Ways our beliefs and tradition differ from and are similar to others: – The names they call God – The methods of worship – The style of dressing etc. | (1) Explains why our beliefs and traditions differ | (1) Pictures of people with different cultural backgrounds and beliefs in an interaction | TEACHERS: 1 PUPILS: 1 |
| 7 | MID – TERM TEST | |||||
| 8 | Other people’s beliefs and traditions | (2) Mention some values that can be promoted with a better understanding of the differences among our culture | Some of the values that can be promoted with a better understanding of cultural differences include respect of other people’s views, beliefs, and traditions; fairness, unity; good neighborliness, etc. | (2) Guides pupils to show how to respect other people’s views, beliefs, and traditions to be fair to other people from different cultures, etc. | (2) Pictures of people’s with different cultural backgrounds and beliefs in an interaction | TEACHERS: 1 PUPILS: 1 |
| 9 | Characteristics of drug abusers, their treatment, and rehabilitation | (1) List commonly abused drugs and identify them by their street names | Street names of commonly abused drugs: Cannabis – hemp, stone, garrya, Igbo, etc. | Uses relevant posters to highlight and guide discussion on street names for commonly abused drugs | (1) React to posters on street names of commonly abused drugs | TEACHERS: 1 PUPILS: 1 |
| 10 & 11 | Characteristics of drug abusers, their treatment, and rehabilitation | (2) List some characteristics of abusers of alcohol, tobacco, and cannabis | Characteristics of abusers of (a) Alcohol: (i) Aggressiveness – Convulsion (ii) Slowed speech – hallucination (iii) Shaking of the hands – inability to maintain balance, disobedience (b) Tobacco: (i) Smells, discoloration of lips, burnt / dark fingers, coloured teeth etc. (c) Cannabis (i) Undue excitement (ii) False source of confidence and pleasure etc. | Invites a resource person to give talk on the subject matter | TEACHERS: 1 PUPILS: 1 | |
| 12 | REVISION AND EXAMINATION |
Third Term Social Studies Scheme of Work for Primary 4
The third term’s sub-theme focuses on “Social and Health Issues.” This module emphasizes the prevention of drug abuse and the development of life coping skills. Pupils are guided to list behaviors that promote physical, mental, and social well-being. The curriculum introduces positive health behaviors like regular exercise, constructive play, and maintaining positive relationships with peers. This empowers students to make informed decisions about their well-being.
The module addresses accident prevention and first aid. Pupils learn about different forms of accidents and their causes, ranging from road accidents to burns and scalds. Practical demonstrations help students understand the appropriate first aid treatments for these incidents. Positive attitudes towards accident victims are also discussed, promoting empathy and responsible behaviour.
| Week | MODULE/TOPIC | PERFORMANCE OBJECTIVES | Contents | ACTIVITIES | TEACHING/LEARNING RESOURCES | PERIODS |
|---|---|---|---|---|---|---|
| 1 & 2 | Prevention of drug abuse – Life coping skills | Pupils should be able to: (1) List behaviors that promote physical, mental, and social well-being | Healthy promoting behaviors – Stress: regular exercise, constructive plays – Positive and good relationship with peers, etc. | (1) Arranges a guided class discussion on behaviors that can help in the promotion of physical and mental health | (1) Posters illustrating appropriate positive health behaviors | TEACHERS: 1 PUPILS: 1 |
| 3 & 4 | Prevention of drug abuse – Life coping skills | (2) Mention some life skills that are needed for maintaining positive healthy behaviors | Life coping skills: – Choosing good friends – Avoiding bad company, establishing acceptable measures of discipline – Choosing good habits and values of discipline, honesty, hard work, contentment, courage, respect for others, etc. | (2) Helps to organize life club activities aimed at preventing drug abuse | (2) Eminent or respected persons in the community as resource persons | TEACHERS: 1 PUPILS: 1 |
| 5 & 6 | Attitude to different forms of accident | (1) List other forms of accident and their causes | Meaning and types of accidents – Road, – Air, water, rail, fire, hot water, etc. which can cause physical injuries, burns, scalds, bruises, and sometimes death. | (1) Leads the pupils to discuss the meaning, forms, and causes of accidents (2) Asks pupils to explain the differences in the various forms of accidents | (1) Pictures of different types of accidents | TEACHERS: 1 PUPILS: 1 |
| 7 | MID – TERM TEST | |||||
| 8 & 9 | Attitude to different forms of accident | (2) Explain types of first aid treatment to be given to victims of burns, scalds, bruises, and road accidents | The first aid treatment – Burns and scalds: Do not touch the affected area; cover the affected part with a clean cloth, take him/her to the hospital; – Bruises; Put ice block in a towel and place it on the surface of the bruise. | (2) Demonstrate how to administer first aid treatment on victims of bruises, scalds, burns, and road accidents. | (1) First aid materials/box | TEACHERS: 1 PUPILS: 1 |
| 10 & 11 | Attitude to different forms of accident | (3) Describe some of the different kinds of positive attitudes to accident victims | Positive attitudes to accident and accident victims: – Being more careful – Avoid rough play – Promote attention – show of concern reporting to the right agencies | (1) Guide pupils to role-play, identify, and discuss positive attitudes to accident and accident victims | (1) State any 2 positive attitudes which people should have towards accidents and accident victims | TEACHERS: 1 PUPILS: 1 |
| 12 | REVISION AND EXAMINATION |
Social Studies Scheme of Work for Primary 5
Social Studies Scheme of Work for Primary 6
In conclusion, the Primary 4 Social Studies Scheme of Work offers a comprehensive and structured approach to teaching social studies to young learners. Through engaging activities, discussions, and practical demonstrations, students are exposed to concepts related to social environments, family dynamics, cultural diversity, and health-related issues. This curriculum equips students with valuable knowledge, skills, and attitudes that contribute to their holistic development as responsible and informed members of society.